Induction programs in Michigan
Purpose of this resource:
This resource provides descriptions of two model induction programs in
Michigan to illustrate how districts within the state have developed programs
to retain and support beginning teachers.
How to use this resource:
The descriptions below provide only a general overview. You and your colleagues
should contact the relevant districts for further information. In particular,
you may want further information on how the districts fund and evaluate
their respective programs.
The New Teacher
Induction Program, Port Huron Area Schools, Port Huron, Michigan
District personnel developed the
district’s induction program in conjunction with the Port Huron
Education Association, the area’s teachers’ association. The New
Teacher Induction Program is non-evaluative and has three components aimed
at helping new teachers learn about district procedures, policies and
resources and to support them in becoming effective teachers for the district’s
Prior to the start of the school year, new teachers attend a four-day
orientation. During the first day, new teachers get introduced to central
office and building administrators and take a tour of the central office
administration building. On subsequent days, the new teachers receive
information about district policies and procedures, curriculum, special
education procedures and programs, proactive classroom management and
preparing for the first days and weeks of school.
New teachers attend monthly seminars throughout the school year. New teachers participate
in the selection and prioritization of topics for the seminars during
orientation. The seminars help new teachers meet Michigan’s professional
development requirements for beginning teachers.
Building-level Support Teachers.
All new teachers in the district are assigned a Support Teacher, or mentor. Support teachers
are provided professional development two to three days each year. The
Port Huron Education Association, in partnership with the district, supervises
the Support Teacher component. Guidelines used to select Support Teachers
include: building, grade level or subject area assignments, an expressed
commitment to provide personal time and attention to the new teacher,
evidence of professional dedication and enthusiasm and professional competence.
The Port Huron Area School District’s
website is: http://www.port-huron.k12.mi.us
Project, Grand Rapids Public Schools, Grand Rapids, Michigan
The district’s Mentor Project
evolved out of its early efforts to create a “buddy system”
of mentoring, its work with the Middle Cities Education Association’s
New Teacher Academy and its involvement with the Michigan Education Association’s
PATHWISE mentoring program. The Mentor Project contains the following
The district has had from one to three Mentor Coordinators whose job it
is to work with the district’s Mentor Committee to develop the mentoring
program, to identify new teachers in the district, to assist principals
in matching new teachers and mentors and to provide support for mentors
through mentor training. The Coordinators also provide direct support
for new (and other) teachers who need more intensive assistance than school-based
mentors can provide.
The New Teacher Mentor Notebook.
The New Teacher Mentor Notebook was created by the district’s Mentor
Committee. It is based on the work of Charlotte Danielson and is aligned
with the district’s teacher evaluation system. It provides both
new and mentor teachers with resources to support their learning and professional
development. The Notebook includes information and resources on such topics
as curriculum assessment, maintaining positive student behavior, the child
study process, teacher evaluation and instructional planning and preparation.
Teacher Support Series. Mentor coordinators design, facilitate and often
present workshops to address the needs of new and tenured teachers. Workshop
topics have included classroom management, curriculum alignment, professional
evaluation, parent-teacher conferences and engaging the urban learner.
The workshops meet the state requirements concerning professional development
for new teachers.
The district provides mentor teachers with initial training that introduces
them to the New Teacher Mentor Notebook and that includes information
about the state law governing the mentoring of new teachers, the purpose
of mentoring and the roles that mentors play. The district provides mentors
further training through “Teachers Mentoring Teachers” workshops.
These are two-hour workshops created by the Mentor Coordinators and intended
to develop mentoring skills in such areas as classroom observation, conferencing
and reflective questioning. In addition to these district-wide workshops,
Mentor Coordinators are also available to provide schools and individual
mentors with school-site workshops upon the request of the schools or
the mentor teachers.
Mentoring in the GREA/GRPS
Contract. Language was included in the 2001 GREA/GRPSS contract
(see Article 23) that defined the purpose of the Mentor Project, established
guidelines for mentor selection, and expectations, administrative support
and compensation for mentor teachers. The contract establishes two visitation
days each year that can be used for mentoring activities and allows for
the use of collaborative planning time, required staff development time
and School Improvement Planning time to be used for mentoring when appropriate.
Participants in the Mentor Project are encouraged to make their own time
for mentoring by utilizing before- and after-school and planning times
for reflective conferencing. The expectation is that mentors will spend
a minimum of one hour every week with the beginning teacher in mentoring
activities. The contract also allows mentors to request compensation for
time spent on mentoring activities from school-based staff development
budgets and/or to request compensatory time as a reimbursement. Mentor
teachers may also elect to use the mentoring experience as a portion of
The Grand Rapids Public Schools’
website is: http://www.grps.k12.mi.us .